Educational and Social Psychology Training
Code: 45451Credits: 12
| Degree programme | Type | Course |
|---|---|---|
| Teacher Training for Secondary Schools, Vocational Training and Language Centres (Spec. Mathematics) | OB | 1 |
Contact lecturer
- Name :
- Valeska Lisbeth Cabrera Cuadros
- Email :
- valeska.cabrera@uab.cat
Teaching staff
- Ainhoa Flecha Fernandez Sanmamed
- Merce Capell Manzanares
- Roser Giros Calpe
Teaching staff (external to UAB)
- Maria Josep Jarque
- Mercè Garcia-Milà
- Maria Carbó
Group languages
You can consult this information at the end of the document.
Prerequisites
They do not exist
Objectives
Learning outcomes
- (CA01) To provide inclusive education, taking into account the various measures and aids for promoting personalised learning.
- (CA02) To provide students guidance in selecting current and subsequent studies, including tutorial action that contributes to the students’ socio-emotional and cognitive wellbeing.
- (CA03) To behave in a committed, respectful and ethical manner with society, students, the teaching profession, the educational community and the educational institution, within the framework of the teaching profession’s code of conduct.
- (CA04) To build a professional identity as someone who provides guidance, integrating values and professional commitment into education that contributes to the development of a sustainable, equal, diverse and fair society that respects human rights.
- (KA01) To describe the most relevant elements of a school’s organisation, institutional culture, opportunities for engaging the educational community and educational challenges.
- (KA02) To identify the students’ characteristics and their relationships with their peers, families and communities, as people who are learning, with an intersectional perspective aimed at guiding them in their chosen tracks.
- (KA03) To recognise your own socio-emotional competences and personal strengths and weaknesses with a view to improving the ability to self-manage emotions and manage the working atmosphere in the classroom.
- (SA01) To analyse evidence and data extracted from a secondary education classroom as part of the process of conducting educational research on the teaching-learning process, with a view to improving professional teaching skills.
Contents
The subject will be structured in 3 areas, according to the OM that regulates the master's degree:
Area 1: Adolescent development and learning (4 ECTS). The area provides psycho-pedagogical knowledge and focuses on two main aspects: the development of adolescence, and the learning processes in secondary education. It is based on the theoretical approaches of developmental psychology and educational psychology, to provide tools for secondary education.
Area 2: Educational processes and contexts (pedagogy area) (5 ECTS). The blog aims to deepen the knowledge of the context in which the educational function is carried out, where future teachers will have to intervene as well as understand the processes that make it up. The educational system, the close social context and the educational center are analyzed. The educational processes of teacher-student interaction in the classroom and in the institute are also analyzed. This area will also address two issues directly linked to professional practice: tutoring and attention to diversity.
Area 3: Society, family and education (sociology) (3 ECTS). The changes that have taken place in the social, family and educational spheres in recent years justify the need to address these issues. Therefore, insisting on the professional character, the knowledge related to the relations between environment and education, the role of the families in the education of the children and the relations between families and the school will be treated.
Depending on the modality (face-to-face or non-face-to-face) there may be some alterations in the distribution of content in the different areas.
Area 1: Adolescent development and learning
1 Develop in adolescence.
1.1. The relationships between development, learning, culture and education.
1.2. The development of skills in the cognitive, affective, and social fields.
1.3. Cognitive development and knowledge construction.
1.4. The formation of individual and social identity.
1.5. Individual differences.
2. Study in high school.
2.1. The construction of knowledge in the school context.
2.2. Types of content and types of learning.
2.3. The construction of shared knowledge. Interaction as a learning engine.
2.4. The interaction between students. Group work. Cooperative learning methods.
2.5. Development, learning and use of ICT.
2.6. Psychosocial aspects of learning. Development of self-concept and self-esteem.
AREA 2: Educational processes and contexts
3. The education system.
3.1. Characteristics of educational systems.
3.2. The evolution of the Spanish education system from 1970 to the present.
3.3. The education system in Catalonia. The current regulatory framework for secondary education.
4. The organization in high school.
4.1. Basic elements for the analysis of educational organizations.
4.2. Autonomy and organization-management of institutes: educational project, direction and accountability.
4.3. The organization of material resources. School architecture. Furniture and equipment. School materials. The role of ICT.
4.4. The organization of functional resources. Timing, calendar and school schedule.
5. The curriculum in secondary education.
5.1. Curriculum and knowledge society.
5.2. Curriculum and basic skills.
5.3. The curriculum and objectives of compulsory and post-compulsory secondary education.
5.4. Curriculum and values.
5.5. ICT and curriculum development.
5.6. Assessment of learning and curriculum.
6. The participation of the educational community.
6.1. The participation structures of the educational community.
6. 2. The institutional climate and the culture of participation. Decision making.
6.3, The letter of educational commitment. The relationship with families.
6.4. Parents' Associations (AMPA) and Student Associations.
7. Relationships with the environment.
7.1. School coordination networks.
7.2. Environmental Education Plans.
7.3. City education projects.
7.4. The co-responsibility of educational administrations
8. Attention to diversity in secondary education.
8.1. Concept of attention to diversity. Diversity and inclusion. Psychopedagogical principles to address diversity in high school.
8.2. Internal and external resources in the centers to address diversity.
8.3. Diversity in the classroom. Modalities of diversity that we find in the classroom (educational needs derived from mental, physical or motor disabilities; disorders and / or delays of students with intellectual giftedness; new students; problems of motivation and behavior, etc.).
8.4. The organization of the group-class and the management of the classroom Types of student groups: flexible groups; cooperative groups and multilevel teaching. The management of spaces and teaching times taking into account diversity. ICT and attention to diversity.
9. Communication in high school.
9.1. Interaction and communication.
9.2. Educational communication.
9.3. Verbal and non-verbal communicative competence in and out of the classroom.
10. The relational climate of the classroom and its management.
10.1. The dynamics of groups.
10.2. Coexistence in high schools and the use of mediation
10.3. Teaching skills in potentially conflictive situations.
10.4. Emotional education as a resource for improving the classroom climate.
11. Tutoring and guidance.
11.1. The tutoring functions of secondary school teachers.
11.2. The tutor and the coordination of the role of educational guidance (personal, academic and professional).
11.3. Tutoring, assessment, promotion and accreditation of students.
11.4. Tutoring models and experiences.
12. Secondary school teachers.
12.1. Professional skills.
12.2. Access to the profession in Catalonia.
AREA 3: Society, family and education
13. Society and secondary education.
13.1. Society and education: the sociological perspective.
13.2. Social change and secondary education.
13.3. The social environment of high schools. The local community.
14. Educational reforms and comprehensive school.
14.1. Educational reforms in secondary education. From elite school to mass school.
14.2. Comprehensive reforms in Europe: debates and proposals.
14.3. Comprehension in Catalonia and Spain: from the LOGSE to the LOE and the LEC.
15. Social and educational inequalities.
15.1. Social inequalities: class, gender, ethnicity and minority groups.
15.2. Educational inequalities: access, process and results.
15.3. Equality policies in secondary education
16. Transitions to secondary education.
16.1. Concept of transition and itinerary.
16.2. The transition after ESO: guidance, assessment and post-compulsory itineraries.
16.3. The transition to the labor market: vocational training. From the labor market to training: the recognition of skills.
17. The educational community.
17.1. High school students: the social condition of adolescence and youth. Attitudes of students towards education and schooling.
17.2. The family: changes in family educational styles and in the relationship between parents and children.
17.3. Teachers: social status of teachers. Changes in teaching professionalism and professional cultures.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Type: Autonomous | |||
| Personal study | 40 | 1.6 | |
| Preparation of works | 48 | 1.92 | |
| Reading and text analysis | 40 | 1.6 | |
| Type: Guided | |||
| Comments on readings and analysis of documents | 30 | 1.2 | |
| Examples and case studies | 20 | 0.8 | |
| Simulations of professional situations | 22 | 0.88 | |
| Type: Supervised | |||
| Collective or individual tutorials | 20 | 0.8 | |
| Personal reflections on practices | 20 | 0.8 |
The training activities will be distributed among the 3 arees in the module
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Joint activity: description and analysis of the internship center | 50% | 24 | 0.96 | CA01, CA02, CA03, CA04, KA01, KA02, KA03, SA01 |
| Pedagogy: Presentation of a topic linking theory and practice | 20% | 14 | 0.56 | CA01, CA02, CA04, KA01, KA02, KA03, SA01 |
| Psychology: Continuous assessment activities (readings and case analysis) | 20% | 12 | 0.48 | CA03, CA04, KA02, KA03, SA01 |
| Sociology: Group assessment activity | 10% | 10 | 0.4 | CA02, CA04, KA02, KA03 |
To receive a passing grade, students must have attended at least 80% of the classes.
It is also a requirement, to receive a passing grade, to submit all assignments and assessment exercises within the indicated deadlines.
The final grade will be the weighted average of the grades obtained in the three modules. To qualify for this grade, a minimum of 5 is required in each module. If the grade is lower than 5, a makeup exam will be offered in the subject where the student did not pass. To be eligible for the makeup exam, students must have submitted the required work for each module and have at least 80% class attendance. The maximum grade allowed on the makeup exam is 5. Assignments and quizzes must be returned no later than 20 business days after the due date.
Copying and plagiarism are not permitted and will result in a zero. The work will be invalidated, and the student will be allowed to take a written exam on the day of the makeup exam. Copying is defined as reproducing all or a large part of another student's work. Plagiarism is defined as presenting all or part of an author's text as one's own without citing the sources, whether published in print or digitally, or created using artificial intelligence. See: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html
This subject allows the ethical use of Artificial Intelligence (AI) technologies for information retrieval, but any work that includes fragments generated with AI will be considered a lack of academic honesty and may result in a total or partial penalty in the grade of the activity or greater sanctions in serious cases.
The teaching staff reserves the right to conduct oral interviews or an alternative test, in order to verify the effective acquisition of knowledge and skills and therefore the validity of the assessment tests carried out by the students.
SINGLE ASSESSMENT
Students may also opt for a single assessment. They must notify the Faculty of Education Sciences at the UAB following the approved procedure. The evidence for the single assessment will be:
- An exam/assessment for each part of the module (description and analysis of the practicum center and readings for the subject, including the three areas: Pedagogy, Psychology, and Sociology) with three distinct parts (following the content of the three thematic blocks). The single assessment will take place in February 2027 (the date will be announced).
Bibliography
PSYCHOLOGY READINGS
REQUIRED:
Onrubia, J. (1993). Enseñar: crear Zonas de Desarrollo Próximo e intervenir en ellas. En C. Coll, E. Martin, T. Mauri, M. Miras, J. Onrubia, I. Solé & A. Zabala (eds.), El constructivismo en el aula (pp. 101-124). Graó.
Ortiz, V., Duran, M., Alcaraz, S., Castells, N., & Marín, C. (en prensa). Situaciones de aprendizaje para fomentar la detección de desinformación. En N. Castells, M. Garcia-Mila, L. Granizo, & M.A. Melero, ¿Cómo detectar fake news en el aula? Preguntar, argumentar y jugar. Editorial Octaedro.
Pujolàs, P. (2008). Cooperar per aprendre i aprendre a cooperar: el treball en equips cooperatius com a recurs i com a contingut. Suports, 12(1), 21-37.
Papalia, D. E., & Martorell, G. (2021a). Desarrollo físico y cognoscitivo en la adolescència. Dins Desarrollo humano (14 ed.) (pp. 355–386). McGraw-Hill.
Papalia, D. E., & Martorell, G. (2021b). Desarrollo psicosocial en la adolescència. Dins Desarrollo humano (14.ª ed.,). (pp. 387-416). McGraw-Hill.
SUPPLEMENTARY:
Frieiro, P., González‐Rodríguez, R., & Domínguez‐Alonso, J. (2022). Self‐esteem and socialisation in social networks as determinants in adolescents' eating disorders. Health & social care in the community, 30(6), e4416-e4424.
Funes, J. (2019). Estima'm quan menys ho mereixi... perquè és quan més ho necessito : una guia per a pares i mestres d'adolescents. La butxaca.
Salmivalli, C., Laninga‐Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2021). Bullying prevention in adolescence: Solutions and new challenges from the past decade. Journal of research on adolescence, 31(4), 1023-1046.
Unicef (2021). Impacto de la tecnología en la adolescencia. Relaciones, riesgos y oportunidades. Unicef https://www.unicef.es/publicacion/impacto-de-la-tecnologia-en-la-adolescencia
Recommended pages and supplementary audiovisual material:
Blakemore, J. (2018). The mysterious workings of the adolescent brain. TED Talks. https://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain
Entre maestros, la película; de Pablo Usón (86 min.). https://www.youtube.com/watch?v=KXAlKaH1qys&t=5s
READINGS ON PEDAGOGY
MANDATORY:
Booth, T., & Ainscow, M. (2006). Índex per a la inclusió. Guia per a l’avaluació i millora de l’educació inclusiva. CSIE (Centre for Studies on Inclusive Education).
Cabrera Cuadros, V., & Soto García, C. (2020). ¿Cómo aprendemos? El docente enseñante y aprendiz que acompaña a los estudiantes en su exploración hacia el (auto)aprendizaje. Profesorado, Revista De Currículum Y Formación Del Profesorado, 24(3), 269-290. https://doi.org/10.30827/profesorado.v24i3.8155
García-Martín, S., & García-Martín, J. (2022). Use of ICT in Compulsory Secondary Education. Advantages and Disadvantages. HUMAN REVIEW. Revista Internacional De Humanidades, 12(4), 1-9. https://doi.org/10.37467/revhuman.v11.3965
García-García, F.J., López-Torrijo, M. & Santana-Hernández, R. (2020). Educación inclusiva en la formación del profesorado de Educación Secundaria: Los programas españoles. Revista de Currículum y Formación de Profesorado, 24(2), 270-293. https://doi.org/10.30827/profesorado.v24i2.14085
SUPPLEMENTARY:
Álvarez Valdivia, I. M., Manero, B., Morodo, A., Suñe-Soler, N., & Henao Agudelo, C. (2023). Realidad virtual inmersiva para mejorar la competencia de gestión del clima de aula en los centros de secundaria. Educación XX1, 26(1), 249-272.
Organització i gestió de centres. Departament Educació Generalitat de Catalunya. https://educacio.gencat.cat/ca/arees-actuacio/centres-serveis-educatius/centres/organitzacio-gestio/doigc/
Síndic de Greuges de Catalunya (2021) L’educació inclusiva a Catalunya. Informe Síndic, el defensor de les persones. https://www.sindic.cat/Ca/page.asp?id=22
SOCIOLOGY READINGS
Bonal, X., Essomba, M., & Ferrer, F. (Coords.). (2004). Política educativa i igualtat d’oportunitats (Sèrie Polítiques núm. 42). Editorial Mediterrània.
Bourdieu, P. (2000). Las formas del capital: Capital económico, capital cultural y capital social. En Poder, derecho y clases sociales (pp. 131–164). Desclée de Brouwer. https://www.academia.edu/36829614
Feito, R., Garreta Bochaca, J., Guerrero Serón, A., Martínez García, J., Merino Pareja, R., Molina-Luque, F., Planas Coll, J., Fernández Enguita, M., García Gracia, M., & García Lastra, M. (2010). Sociología de la educación secundaria. Graó.
Foucault, M. (2002). Vigilar y castigar: Nacimiento de la prisión (18.ª ed.). Siglo XXI Editores.
Freire, P. (1969). Pedagogia de l’oprimit. Denes Editorial.
García-Carrión, R., Molina-Luque, F., & Molina Roldán, S. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies, 21(5), 701–716. https://doi.org/10.1080/13676261.2017.1406660
Giddens, A. (2001). Sociología (3.ª ed.). Alianza Editorial.
Habermas, J. (1987). Teoría de la acción comunicativa: Complementos y estudios previos (Vol. 2). Taurus.
Marx, K. (1972). Manuscritos económicos y filosóficos de 1844 (Ediciones Estudio, Trad.). Ediciones Estudio. (Obra original publicada en 1844)
OECD. (2023). Equity and inclusion in education: Finding strength through diversity. OECD Publishing. https://doi.org/10.1787/e9072e21-en
Ritzer, G. (1997). Teoría sociológica clásica (3.ª ed.). McGraw-Hill.
Ritzer, G. (2003). Teoría sociológica contemporánea (5.ª ed.). McGraw-Hill.
Tabarini, A. (2020). ¿Para qué sirve la escuela? Reflexiones sociológicas en tiempos de pandemia global. Revista de Sociología de la Educación, 13(2), 145–155. https://doi.org/10.7203/RASE.13.2.17135
Weber, M. (1992). Economía y sociedad: Esbozo de sociología comprensiva. Fondo de Cultura Económica. (Obra original publicada entre 1921–1922).
*Each teacher will indicate complementary bibliography during the sessions.
Software
PHASE 1: From October 5 to November 15, 2026. Classes at the university
PHASE 2: Practicum I: from November 16 to December 1, 2026 (12 school days)
PHASE 3: From December 2, 2026 to March 7, 2027. Classes at the university
PHASE 4: Practicum II: from March 8 to April 25, 2027 (29 school days)
PHASE 5: From April 26 to May 17, 2027. Last period of classes.
From May 18 to June 7, 2027: final preparation and writing of the Master's Thesis
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEmRD) Teoria (màster RD) | 1 | Catalan | annual | morning-mixed |
| (TEmRD) Teoria (màster RD) | 2 | Catalan | annual | morning-mixed |
| (TEmRD) Teoria (màster RD) | 3 | Catalan | annual | morning-mixed |
| (TEmRD) Teoria (màster RD) | 4 | Catalan | annual | morning-mixed |